Early number sense, including subitizing and composition, is a foundation for mathematics, and bodies, especially fingers, are integral to number sense. Multi-touch technology offers innovative opportunities for developing and studying number sense, especially using conceptually congruent gestures that match the mathematics. However, there have been few investigations of the development of early number sense, particularly in embodied forms. Therefore, this mixed-methods study explores a preschooler’s development of early number sense during a month of interactions with the multi-touch digital mathematics game Fingu. Key findings related to the development of early number sense include relevance of configuration and quantity, relationships among gestures and quantities, and development of estimation and precision. This research adds new perspectives to our understandings of early number sense research and practice, calling for consideration of embodiment and conceptually congruent gestures.

早期的数感，包括子化和组合，是数学的基础，而身体，尤其是手指，是数感不可或缺的一部分。多点触控技术为开发和研究数感提供了创新机会，尤其是使用与数学相匹配的概念一致的手势。然而，很少有关于早期数感发展的研究，特别是体现形式。因此，这项混合方法研究探讨了学龄前儿童在与多点触控数字数学游戏 Fingu 的一个月互动过程中早期数感的发展。与早期数感发展相关的主要发现包括配置和数量的相关性、手势和数量之间的关系，以及估计和精度的发展。